The cultural activity as meaningful learning in the pedagogical processes of the venezuelan school

Abstract

With the purpose of generating new proposals aimed at improving and strengthening educational quality, this research work entitled Cultural Activity as Meaningful Learning in the Pedagogical Processes of the Venezuelan School is presented. The main objective of the study was to recognize traditional cultural heritage as a pedagogical practice in the formation of a citizenship aware of its identity. The research was based on the critical hermeneutic paradigm, according to Gadamer (1998, orig. 1969), where the understanding of language and the historical position of human beings imply a dialogue between the past and the present. The methodological approach was grounded in Max Van Manen’s hermeneutics in the educational field. The information was obtained from an intentional sample consisting of classroom teachers, cultural educators, and subject-matter experts, to whom various research techniques were applied, such as participant observation, unstructured interviews, and discussion groups. The results revealed the need to strengthen research and teacher training processes in the field of cultural pedagogy and to value the family as a creative source of identity values. The findings point toward a critical reflection on a reality linked to educational planning from the emerging perspective of cultural pedagogy as a transforming element and a builder of citizenship with its own personality and national identity.